|
|
|
|
|
The social patterns previously described in the
Teaching Tip: A Welcome Routine draws students into your learning
activities. It is equally important to end your classes with routines
that help students know what to take from the experience. The final
moments of a class are best used to consolidate ideas and set the stage
for the next meeting. Squeezing in additional information does not
provide the same gains as reinforcing, summarizing, and reconnecting
students to the important material. Listed below are tips for the two
phases that occur at the end of most social encounters. |
|
|
|
|
|
Near the end of an interaction, people often highlights and confirm the
main points of the encounter. Such "clearing up" generates immensely
valuable teaching moments. Use the following tips to create reflection
activities that help students re-process your lesson.
Minute Paper. Give students 1 minute to write down the main point of the
lesson. Have them briefly discuss their ideas with their neighbors. You
can collect and respond to their comments.
Journal Entry. Ask students to write a journal response to the lesson
for several minutes. Ask us for some guiding questions.
Complete Grids. Give students an outline or grid that pulls key ideas
and information together. Have them spend several minutes completing
parts you deliberately leave undone. Ask the CTL for a sample.
Application Cards. Have students list 2-3 applications of the material
just covered. Share responses and comments on how your lesson links to
everyday settings.
Exam Questions. Put on the overhead one or two questions from your test
bank that are related to the lesson. Allow students a couple minutes to
discuss possible answers.
Debriefing. Ask students to reflect on what worked for them in the
lesson (and what didn't). Have them discuss and write down one
suggestion for themselves and one for you.
Feedback. Gather some targeted feedback during the last few minutes of a
class. A short survey can tell you how things are going. Ask us for our
short, general model. |
|
|
|
|
|
Social interactions end nicely when participants know what is expected
at the next meeting. It is also a valuable practice to acknowledge good
efforts and successes.
Assignments. Save several minutes to discuss expectations and questions
about assignments.
Q&A. Open the class up to general questions and answers during the final
minutes. If response is low, have students write their questions down
and hand them in.
Return. If you have no intention of reviewing or commenting on papers or
exams when you return them, give them back as part of the exit phase,
leaving a couple minutes for individuals to review and make arrangements
to talk with you.
Honorable Mention. Take a minute to acknowledge quality student work. A
mention is enough; you might share a student's efforts as a model for
others. A public pat on the back leaves people feeling good about the
class.
Study Groups. Allow students a couple minutes to meet their study groups
(set these up beforehand) so they can make arrangements to meet or get
started on homework.
Rituals. Just like greeting rituals, you can create a moment for
good-bye rituals. Shake hands, have a round of applause for hard group
work, or make a simple comment like, "Thank you for a good effort today,
I look forward to our next class." |
|
|
|
|
|
Bringing a class (or advising session) to a good end provides greater
interest in and commitment to future interactions. When a teacher takes
a few minutes at the end of the class period to connect the main ideas
to relevant applications, students are able to see the purpose for the
work you have assigned. This kind of preparation helps students see the
purpose of their efforts. They will find it easier to stay motivated
between class sessions. Good closing routines set the stage for success
on homework assignments and increase the likelihood that students will
return to the next class session prepared to work. When planning your
next class, include opening and closing routines and turn natural social
patterns into effective supports for your lesson. |
|
|
|
This Teaching Tip was first published by Indiana
State University’s Center for Teaching and Learning on September 14,
1998. |
